La influencia de las emociones en la convivencia escolar

Abstract

School coexistence usually is taken like a framework of behavioral habits inside the school that do not take into account the background of these problematic behaviors in students. Authors such as Trianes and García (2002), Ortega and Del Rey (2009), Jiménez and López (2009), among others, sustain that some of interpersonal student conflicts arise from a school that is continuously focused only on the cognitive and forgets the socio-affective and emotional dimensions, which produces that "learning to live together" inside the educational campus, becomes difficult even for the learning process. Fifth grade’s students of the late day of the Institucion Educativa Distrital Robert Francis Kennedy they showed conflicts related to the skills regulate, control, think and overcome of the states of mind, which were expressed in the difficulties to relate between educational peers. From these findings, a diagnosis of situation was generated departing from the participant observation and the stay placed with a qualitatively - ethnographic investigative approach. Derived from this, activities and workshops were carried out with the goal of enabling the expansion of emotional terms and providing tools for their regulation, control and overcoming of emotional difficulties. For the collection of research data, instruments such as photographic record and field diary are used. Within this investigative process, the activities carried out with the students and the required experiences, left an extensive learning for both the students and the teachers in charge. Among these learnings, the importance of emotions in coexistence and in the learning of students is highlighted, providing a greater comprehension of academic exercises, acquiring an understanding of emotions and likewise, it was reflected in the improvement of the school coexistence, which is evidenced in a greater wellness of the school climate.